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Global Lessons Coming Home Two Organizations, One Mission Annual Report 2010 & FutureGenerations FutureGenerations Graduate School
Global LessonsComing Home
Two Organizations, One MissionAnnual Report 2010
&FutureGenerationsFutureGenerations
Graduate School
I. WelcomeTwo Organizations, One Mission
Letters from the Chairmen of the Boards
Map: Future Generations Around the World
II. Neighbors Teach NeighborsIndia: The Power of Women’s Action Groups
Graduate School: West Virginia Communities Expand the Benefits of Broadband
III. Health Happens at Home
Peru: Linking Homes with Primary Health Care Centers
India/Afghanistan: Pregnancy History Approach for Maternal and Child Health
Graduate School: Student Profile-Tanzania
IV. Conservation is Everyone’s Job
China: Tibetan Volunteers Protect Nature and Improve Livelihoods
China: Youth Promote Regional Solutions to Climate Change
Graduate School: Student Profile-Guyana
V. People Create PeaceGraduate School: Global Lessons in Peace Building: The Case of Nepal
Afghanistan: Communities Have Clues to Peace
Graduate School: Student Profile-Burundi
VI. Communities & Governments ConnectAfghanistan: Communities Shape their Futures with Workplans
Peru: Shared Workplans and Open Budgets Transform Lives
Graduate School: Student Profile-Guyana
VII. Financials, Staff, and Board
Financial Summary
Summary Financial Report
Contributing Donors
Staff and Faculty
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More information and multimedia available on future.org / future.edu
Pages with brown background feature programs of the Future Generations Graduate School
2 Contents
Mission Future Generations and the Future Generations Graduate School teach and enable a process for equitable
community change that integrates environmental conservation with development.
Synergy of Two OrganizationsAs an action-oriented civil society organization and an accredited graduate school, we:
• Incubate effective demonstrations of community change through partnerships in Afghanistan, China,
India, Peru, and the United States
• Conduct applied research to develop and evaluate community-based approaches
• Build local capacity worldwide through a Master’s Degree in Applied Community Change and
Conservation
Shared Mission
an equitable process of community change that integrates
environmental conservation with development
Future GenerationsBoard of Trustees
Graduate SchoolBoard of Trustees
Enable Teach
Executive V.P.
Country ActionPrograms & Partnerships
Dean
Master’s Degree
Research in Community Based Approaches
Community Change
Health
Conservation
Peace Building
Operating Structure
Afghanistan
China
India
Peru
United States
Internet Technologies
President
3Two Organizations, One Mission
Friends:
Future Generations was founded in 1992 with a charge from Jim Grant, the
former executive director of UNICEF, to learn from and disseminate global
lessons for improving people’s lives and places.
We specialize in a partnership-based approach that strengthens linkages and
skills among communities (bottom-up human energy), governments (top-
down enabling policies and financing), and organizations (outside-in technical
support) to address the needs of people living on the margins of society and
protect fragile ecosystems.
In 2010, we advanced five core lessons shared in this annual report:
Neighbors Teach Neighbors—Mentor and strengthen learning
networks so neighbors, communities, and peers share good practices
Health Happens at Home—Mothers are the most important health
care providers; Empower them with new practices and linkages to
government health systems
Conservation is Everyone’s Job—Instead of setting land apart to
protect it, make conservation a priority in everyday life,
everywhere that people live
People Create Peace—Learn from communities that have
maintained peace in the midst of conflict and
expand these successes
Communities and Governments Connect—Build the skills of
communities and governments to coordinate action and
shape their futures through workplans
In 2010, these innovations were applied across Afghanistan, China, India, and
Peru and, with great excitement, expanded to our home of West Virginia.
For everyone who has been with us on this journey since the beginning, thank
you. And, for all of our new friends and partners, welcome.
Cordially,
Daniel Taylor, Ed.M., Ed.D.
Chairman of the Board, Future Generations
Trustees
James M. Brasher IIINew York, NY
Charlie BrownPortland, OR
Christopher CluettEx-OfficioSeattle, WA
Peter IdeTunis, Tunisia
Bettye MushamNew York, NY
David SchwimmerNew York, NY
Daniel TaylorChairmanFranklin, WV
Caroline Hsiao VanHong Kong, China
Flora MacDonaldTrustee EmeritusOttawa, Canada
Letter from the Chairman4
Future Generations
Colleagues:
In 2010, seven years after its founding, the Future Generations Graduate School
gained full accreditation from the Higher Learning Commission of the North
Central Association of Colleges and Schools. Accreditation certifies that the
Graduate School’s Master’s Degree program in Applied Community Change
and Conservation meets high standards of quality and integrity and affirms our
pedagogy, which shifts educational focus from the classroom to the community.
Our program serves widely diverse groups of mid-career development
practitioners in communities across five continents. Students and alumni, now
from 26 countries, face common problems but pursue solutions unique to their
cultures and contexts.
Our pedagogy of blended learning allows students to remain in their
communities throughout the two-year program, while learning from a network
of global peers, outstanding faculty, and site visits to renowned development
programs. Our students learn first-hand from global experiences and apply new
knowledge and skills in their home countries.
In this report, student profiles speak to the power of education in accelerating
and elevating the impact of student leadership in communities.
Also featured is a new educational program that the Graduate School began
across the state of West Virginia, our institutional home. In partnership with
volunteer fire departments, we are making computers and high-speed internet
more accessible and useful for families. Neighbors teach neighbors the basic
computer skills to advance their lives.
We invite you to support our innovative approach to community-based
education and welcome your help in recruiting students and supporting our
student scholarship fund.
Sincerely,
Christopher Cluett, Ph.D.
Chairman of the Board, Future Generations Graduate School
Trustees
Christopher CluettChairmanSeattle, WA
James B. MetzgerNew York, NY
Patricia RosenfieldNew York, NY
Michael StranahanAspen, CO
Daniel TaylorFranklin, WV
Letter from the Chairman 5
Future Generations Graduate School
3. Future Generations PeruStrengthens collaborative management among communities
and government for equitable and sustainable solutions in
health and development
2010 Major Achievement: In Cusco, improved the
quality of 28 primary health care centers and the
capacity of 258 communities and 17 municipalities to
support the health of mothers and children, reducing
chronic child malnutrition by 9%
Future Generations Graduate School (students and alumni from 26 countries)
Builds the skills and capacity of mid-career community
development practitioners worldwide
2010 Major Achievement: The United States Higher
Learning Commission of the North Central Association
of Colleges and Schools accredited the Graduate
School. The Class of 2011, with 15 students from 7
countries, began with coursework in social change,
health, and research combined with a one-month field
residential in India
2. Future Generations in West VirginiaEquips West Virginia’s volunteer fire departments and
emergency rescue squads with training and technology to
make broadband internet more useful to families
2010 Major Achievement: Launched a statewide project,
equipping an initial 30 of 60 fire departments with
computer centers and a range of training programs
Counties with public computer centers run by volunteer fire departments (Year 1)
1. Future Generations CanadaStimulates and assists the establishment of councils (shuras)
by the local people in the 72 villages of the Shahidan Valley
of Bamyan Province, Afghanistan
2010 Major Achievement: Extended this development
to adjoining valleys as the councils work to provide a
better standard of living for their people
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6 Future Generations
4. Pendeba Society (Tibet, China)This independent non-profit organization, the first to be
created in Shigatze Prefecture, established by an alumnus
of the Future Generations Graduate School, strengthens a
network of more than 270 volunteer village service workers
and conservation stewards known as Pendebas
2010 Major Achievement: Implemented a regional
eco-tourism capacity building program
5. Future Generations ChinaProvides communities with the training and tools to protect
the environment and improve livelihoods
2010 Major Achievement: The fourth annual Green Long
March trained 5,000 youth from 80 Chinese universities
to identify and spread regional solutions for climate
change on campuses and in communities
7. Future Generations ArunachalMobilizes human energy for community development and
conservation across the state of Arunachal Pradesh, India
2010 Major Achievement: In three new tribal
communities with no prior access to social services, 22
Women’s Action Groups learned skills to improve the
health, income, and status of women
6. Future Generations AfghanistanStrengthens the resourcefulness of communities and
promotes partnerships with government for a secure,
equitable, and sustainable future
2010 Major Achievement: 111 Community Development
Councils organized and implemented more than 60
workplans that met local priorities for water security,
income generation, and conflict resolution
Countries of our Master’s Degree Students and Alumni
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8. Future Generations IndiaThis organization, now being restructured, is a registered trust with a nationwide mandate across India
7Around the World
Neighbors Teach Neighbors
A primary force for positive social change is collaborative learning among people in
communities, demonstrated most powerfully when neighbors teach neighbors:
• In Afghanistan, communities started more than 900 literacy classes for 15,000
women and girls in homes and mosques
• On the Tibetan Plateau, 270 village volunteers spread conservation
concepts, planted tree nurseries, and reduced deforestation by 80%
• Across China, youth from 80 universities promoted
environmental awareness on campuses and in communities
• In the jungles of northeast India, 92 women’s action
groups taught mothers skills to improve health, nutrition,
and income
• In the Andes highlands of Peru, primary health
centers trained 700 community health agents to
encourage good health practices
• In West Virginia, 56 computer mentors started
“digital literacy” classes at their volunteer fire
departments
Within these diverse cultures and contexts, Future
Generations motivates and trains communities
to build upon their successes and maximize the
resources that are already available to them.
As successes grow, Future Generations transforms
some of the most innovative sites into regional learning
centers. These “classroom without walls” share and
expand successful practices. Our Master’s Degree students
also learn from these sites during their four one-month
field residentials in India, the United States, Peru, and Nepal.
Mentor and strengthen learning networks so neighbors, communities, and peers share good practices
Eight young people trained by Future Generations conducted more than 900 houshold surveys in 30 communities across West Virginia to gauge the use of broadband internet and to ask residents what types of computer training they would find most useful.
8
Tribal women’s groups across Arunachal Pradesh,
India have been meeting regularly for more than
ten years. Women motivate each other, learn basic
health skills, start kitchen gardens, and run micro-
credit programs. De-worming camps for children,
native plants workshops, and environmental
youth activities rally more participation.
By learning together, women gain the self-
confidence and strength in numbers to improve
their lives.
At the age of 20, Chukhu Mary, arm-in-arm with
the members of her women’s group, escaped her
servitude of child marriage and got permission
to attend the government primary school. Mary
became a child bride at the age of ten. Her father
sold her for the price of eight Mithuns (Himalayan
cattle). She spent most of her childhood working in
the fields and jungle and was never permitted to go
to school. After becoming a member of the women’s
action group, Mary met Project Supervisor Punyo
Rina, who introduced her to other victims of child
marriage. Through this support network, Mary
successfully challenged her marriage arrangement
in court. She is now divorced and married to the
youngest son of her former husband, attends school,
and continues to meet with her women’s group.
Mary’s success in changing her life situation is just
the beginning. As she continues to gain skills, the
enduring impact will be seen when she ensures
that her children do not suffer the same fate.
Women like Mary not only have support from
their local women’s group, but have access to
the skills and strategies of more well-established
women’s groups.
The Power of Women’s Action Groups
India 9
Future Generations Arunachal currently works
with a statewide network of 92 women’s groups
across five districts.
Three of these sites serve as “Learning and Doing
Centers” that expand successful practices in health
and nutrition, sanitation, income generation,
environmental protection, and governance.
Based on an evaluation of training methodologies,
Future Generations Arunachal will set up a wider
learning network for action groups that uses peer
mentoring between older and newer sites.
“A village welfare worker named Osam welcomed us to the porch of her bamboo hut. She told us how she walks two miles to work in the rice fields, yet has time to meet with her women’s group. She had a notebook that she used to register all deaths in her village that showed she had cut the
death rate in half.”
- Author, Bill McKibben
West Virginia Communities Expand the Benefits of Broadband
Future Generations headquarters and campus are based in rural West Virginia. This place lifts our spirits through the beauty of nature and the generosity of neighbors. Living here also reminds us of the inequalities faced by rural communities as they seek to improve their health, livelihoods, and educational opportunities.
West Virginia has assets from which to build a better future. In keeping with our methodology to build from success, we launched a broadband technologies program that partners with volunteer fire departments and rescue squads.
From the southern coalfields to the Potomac highlands, more than 445 volunteer fire departments serve communities. These anchor institutions are lifelines to families and double as community centers. They are gathering places for learning in service of community.
With a $4.4 million grant from the American Recovery and Reinvestment Act, over the next
three years Future Generations will partner with 60 fire departments to set up public computer and learning centers.
This project offers a community-based response to address a major gap in broadband computer access and learning. Data collected by Future Generations shows that 34% of households lack a computer, 40% have no internet, and 52% have no access to broadband (high-speed) internet. Although broadband infrastructure is expanding, factors of affordability, time, and lack of basic skills deter the use of broadband in the home.
In year one, 30 fire departments will set up learning centers (each with 10 computers), offer training in basic computer skills, and open them to the public for a minimum of 10 hours per week.
Squads manage their computer centers with the help of a person that they select to be trained as a computer mentor. Mentors are trusted community members who help their neighbors overcome the fear of learning new computer skills.
Computer Mentors of Circleville: This fire department nominated three mentors. Caron Warner has been a volunteer for 40 years and has been using computers to help manage her husband’s auto repair business. Caron mentors alongside Ginger Wimer and Gail Powers. They are also training a fourth mentor—a 70 year old retired school teacher who is learning to use computers for the first time.
The mentors report positive feedback from school
children doing homework and adults learning new
skills. Although one participant uses computers
for her job and knows the basics, she comes to the
lab for self-improvement and to ask questions that
she might be embarrassed to ask at work.
10 Graduate School
“This program promotes better networking and allows us to bring
skills home.”
- Mike Alt Fire Chief
Graduate School 11
“In this area, nothing like this has ever been
offered for the community, by the community,”
says Gail. Caron adds that “the class atmosphere
is very comfortable; everyone knows each other.”
Ginger adds: “We are bringing the internet to
those without access or who can’t afford it. It
also lets people who are taking classes through
unemployment do their online homework.”
Fire department volunteers also benefit. Director of the WV Fire Marshall’s office, Sterling Lewis, says that “all firefighters are required to do a tremendous amount of training and testing. As much of this training is available online, travel costs can be reduced and save firefighters time.”
Other community members and organizations are also invited to share their knowledge or use the space for special group training.
One educational partner, Beverly Baccala of WV Adult Basic Education, recognizes that “digital literacy may be an ideal incentive for reducing the state’s 18.9% illiteracy rate since literacy is a basic requirement for using computers.”
The Monongahela National Forest’s mapping division provides training in online mapping. Mission WV offers an e-commerce academy as well as more advanced software training. The WV Partnership of African American Churches (PAAC) helps communities start online support groups for chronic disease self-management and substance abuse prevention.
According to James Patterson of PAAC and an alumnus of the Future Generations Graduate School, “broadband access is about equity...it is a social determinant for wellbeing, because with broadband, people are more connected and have more control over their education, income, and health.”
“As a computer mentor, volunteer firefighter, and EMT, I am able to help neighbors that I’ve known for years. For me, it is about being there for people and giving support on a
professional level.”
- Charlotte Squires Computer Mentor
See futurewv.org for more details, full survey results, and mentor spotlights
Mothers are the most important health care providers; Empower them with new practices and linkages to government health systems
An effective health care system is rooted in the home. Health improves when mothers
know basic prevention skills, can detect symptoms among newborns, practice good
nutrition, know their family planning options, and have access to well-trained
community health workers and a referral system.
A key challenge has been how to link government health care systems
with mothers in the home for sustainable health outcomes.
Through research, field demonstrations, and a Master’s
Degree program, Future Generations identifies, applies, and
disseminates the global lessons coming forward.
Research: With UNICEF and the World Health
Organization, Future Generations co-sponsored a
review of the global evidence of community-based
health care in improving the health of children.
Field Demonstrations in Four Countries: As
an outside-in implementing partner, Future
Generations: 1) Provides technical training for
community health workers, 2) Trains government
partners in how to create stronger linkages with
communities, and 3) Enables communities to create
workplans that address other social determinants of
health.
Graduate Education: Our graduate students visit and
learn from such renowned community-based health
and development programs as the Comprehensive
Rural Health Program in Jamkhed, India.
In three remote sites in the jungles of northeast India, with no access to social services, tribal women form local action groups and learn skills to improve health in the home.
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See “Publications” on future.org for the report: A Review of the Evidence: How Effective is Community-based Primary Health Care in Improving Child Health?
Health Happens at Home
In the Andes highlands of Cusco, Future
Generations provided training and technical
support to strengthen linkages among 28 rural
primary care health facilities, 258 communities,
and 17 municipal governments.
“Project NEXOS” (Linkages) organized primary
care health facilities to partner with more than
700 trained Community Health Agents (CHAs).
CHAs volunteer their time to promote good
health and identify at-risk mothers and children
through routine house visits. Each CHA is
responsible for a specific sector of households.
In Pitumarca, acute diarrhea, respiratory
infections, and malnutrition were prevalent, and
few families utilized the existing health services.
The President of the Pitumarca CHA Association
describes the transformation:
“Before the NEXOS Project came, babies were born
wherever the mother was; there was no order in the
communities or in the houses. When this project
came, Future Generations trained us all, even taking
us to learn from other communities in Huánuco...
Now, malnutrition is going down, diarrhea in
children also. The houses are clean, have latrines,
and our children don’t get sick. People now come
from other places to see our communities because
Pitumarca is a learning center for good health.”
Linking Homes with Primary Health Care Centers
Peru 13
Data from 2005 and 2009 show that:
• Chronic malnutrition in children 6-23
months of age declined from 38.0% to 29.8%
• Underweight children 0 – 23 months of age
declined from 17.6% to 12.0%
• Diarrhea rates dropped from 27.6% to 17.4%
• Exclusive breast feeding increased by 9%
• Maternal deaths declined by 75%
• The percentage of mothers who know danger
signs in pregnancy rose from <10% to 59%
Today, health center staff, municipalities, and
volunteer CHAs sustain these impacts.
This work in Cusco, funded by the U.S. Agency
for International Development’s Child Survival
and Health Grants Program, is part of a
comprehensive strategy to strengthen Peru’s
national health system. Since 2002, Future
Generations has improved the quality of
community health administration associations,
known as CLAS, which partner with the
government to co-manage 2,158 of Peru’s 7,100
primary health care centers. See more on page 26.
“I love my community and have always volunteered because I learn many things and want to continue moving forward,
toward the future.”
- Casimiro Huaraya Casimiro
Community Health Agent, Cusco and
President of the Pitumarca CHA Association
The Pregnancy History Approach for Maternal and Child Health
More than 200 tribal women from the jungles
of Arunachal Pradesh, India find solidarity in
Women’s Action Groups. They meet in small
groups to share one of the most intimate
experiences of their lives—having children. Many
women, in locations so remote that they have
had no prior access to formal health care services,
share the heartache of losing a child and the
details of what went wrong.
Many women lost children due to complications
that could have been prevented through basic
knowledge and skills. As they share their own
pregnancy histories, a female health nurse
or village welfare worker trained by Future
Generations coaches women in ways to prevent
deaths and improve health. Women then return to
their homes to share new knowledge and skills.
This method of training and mobilizing women
as community health workers through the sharing
of their own pregnancy histories was piloted in
Bamyan, Afghanistan in 2006. The pregnancy
history method, along with the mobilization
of Family Health Action Groups, led to a 46%
decline in child mortality and encouraged women
to continue volunteering as community health
workers. Since then, the Afghanistan Ministry of
Health has formally incorporated Family Health
Action Groups as the fourth component of their
community-based primary health care system and
expanded it to nine of Afghanistan’s 34 provinces.
Public-Private Partnership for Health
Since 2006, Future Generations Arunachal has
managed the Sille Primary Health Center along
the Brahmaputra River as part of a Public-
Private Partnership for health. Local volunteers
transformed the unclean and underutilized
facility into a fully restored health center. The
organization hired new health personnel and
put in place a system for community oversight.
Today, the health center doubles as a training
facility to educate mothers in basic health care
and prevention. Dr. Tage Kanno, director of
the program, envisions that all primary health
care centers in Arunachal could serve as health
extension sites, ensuring that every mother knows
how to care for herself and family.
14 India/Afghanistan
Visit the “News Room” on future.org for a field blog by the staff of Future Generations Arunachal
“Yam came up with a good metaphor for development. She said that our roots are community. ‘If roots are not
strong, how will fruits come?’”
-Betsy Taylor, facilitator
In the early 1980s, when Angela Mutashobya was
still in primary school, her peers started to miss
class because their parents were sick. Her home in
the Kagera region of Tanzania quickly became an
epicenter of the HIV/AIDS pandemic, infecting
30% of the population by the 1990s. Angela’s
response was to continue her education and help
her community. Since 2003, she has worked with
World Vision to lift up educational and economic
opportunities for orphans, women’s groups, and
people living with HIV/AIDS.
Through World Vision’s HIV/AIDS counseling
and orphan support project, Angela provides
education and comprehensive support
(emotional, spiritual, scholastic, and vocational)
to 2,000 orphans. She also works with 23 women’s
micro-credit groups, helping more than 900
women set up small businesses.
Although she has been a project coordinator for
seven years, Angela has never had any formal
education in community development. She
enrolled in the Future Generations Master’s
Degree program to learn from other global
development practitioners and to develop new
skills and strategies.
Angela is particularly interested in the application
of SEED-SCALE, a process of community change
central to the Master’s Degree curriculum.
“We have one exciting approach called SEED-
SCALE,” she says, “which recognizes that humans
are the most important resources that can bring
about change. As I gain community mobilization
skills, I have come to learn that it is better to
work with a community’s available resources and
then to scale up the process.”
Graduate School 15
Following her Term I residential in India, Angela
returned to Tanzania to introduce the process of
SEED-SCALE. She organized a district meeting
of women’s groups. Together, they created a
workplan to improve support for the more than
700 people living with HIV in their district and
reduce the negative impacts of HIV/AIDs. Angela
turned this workplan into a grant proposal and
raised $396,000 from World Vision partners
in Switzerland. She was also promoted from a
project coordinator to a program coordinator.
Angela Mutashobya, Class of 2011: Preventing HIV/AIDS and Alleviating Poverty in Tanzania
“This program is applied. What
I learn, I take and immediately
use in my community.”
- Angela Mutashobya
See future.edu for a video profile of our Master’s Degree student from Tanzania
Conservation is Everyone’s Job
With a growing human population, climate change, and 21% of all known
mammals facing extinction, people and governments everywhere must be part of the
conservation solution. With Future Generations, this begins at home where we
power our office with a wind generator. Internationally, we promote people’s
participation in conservation through:
Field Demonstrations: Historically, protected areas removed people
from the land, but newer conservation models, such as the
Qomolangma National Nature Preserve (QNNP) in the Tibet
Autonomous Region of China, reinforce linkages among
nature conservation, cultural sustainability, and human
development. The staff of Future Generations catalyzed
the creation of the QNNP, which spans four counties,
is the size of Denmark, and makes conservation the
responsibility of all government agencies and villages
within the protected area.
Across China, we provide opportunities for more
than 5,000 youth from 80 universities to identify and
expand conservation practices on campuses and in
communities.
In the jungles of northeast India, we train former
hunters and youth to monitor biodiversity in wildlife
sanctuaries.
Graduate Education: Our students visit and learn
from such protected areas as the Adirondack State
Park in New York and Sagarmatha National Park in
Nepal.
Research: The Graduate School publishes a series of
occasional papers by endowed professor Robert L. Fleming
Jr., who chronicles biodiversity and conservation along the
2200 mile Himalayan Mountain Uplift.
Instead of setting land apart to protect it, make conservation a priority in everyday life, everywhere that people live
In the Tibet Autonomous Region of China, villagers of the Qomolangma (Everest) National Nature Preserve participate in nature conservation and improve life for people. More than 270 village service workers volunteer their time to promote good health, spread conservation concepts, and incubate income generation projects.
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See “Publications” on future.org for occasional papers on the Himalayas and a 2008 study funded by the Gordon and Betty Moore Foundation on the effectiveness of community-based approaches to nature conservation
Across the Qomolangma (Everest) National
Nature Preserve in the Tibet Autonomous Region
of China, more than 80,000 ethnic Tibetans
live in widely scattered villages and make their
living from the land. These families are also the
stewards of the preserve, taking action to stop the
killing of wild animals, planting tree nurseries,
and operating a trash service for the Everest base
camp. Community stewardship has decreased
deforestation by 80% and revived the populations
of endangered species, such as Snow Leopard and
Blue Sheep.
Today, increasing numbers of tourists create
opportunities for income generation as well
as challenges for protecting the region’s fragile
ecology. With a network of more than 270 trained
Tibetan village volunteers, known as Pendebas,
the Pendeba Society prepares local people to
manage tourism so that it minimizes harm to the
environment and benefits communities.
In 2010, the Pendeba Society began a new eco-
tourism training program for Pendebas, 80% of
whom are women. Training includes hands-on
skills in comprehensive Tibetan style hospitality,
such as food preparation and guesthouse design,
and involves site visits to learn from successes and
challenges in Yunnan Province.
Pendebas learn skills to:
• Promote conservation concepts and
minimize the harm of tourism
• Improve health, hygiene, and sanitation
• Develop and manage eco-tourism businesses,
including nature guide services, guest houses,
restaurants, tea-houses, and handicrafts
Volunteers Protect Nature and Improve Livelihoods
Tibet Autonomous Region of China 17
New Pendeba-run eco-tourism businesses aim
to create a sustainable income base for Pendeba
volunteers and their villages.
The Pendeba Society, founded by an alumnus of
the Future Generations Graduate School, is the
first non-profit organization to be registered in
Shigatze Prefecture. The Pendeba Society is the
local adaptation of a program begun in 1994 by
Future Generations, which addressed the growing
need for local participation in the QNNP. Today,
this model for local stewardship also spreads
throughout the 46 million acre Four Great Rivers
region in southeastern Tibet, where Future
Generations has trained more than 600 Pendebas.
“The Pendeba training program is so helpful, providing us with many
skills and opportunities...”
- Pendeba Dolma
Youth Promote Regional Solutions to Climate Change
In 2010, more than 5,000 youth from 80
universities in China set out on the Green Long
March to promote solutions for climate change
on campuses and in communities. In addition to
raising awareness along regional routes, 65 student
teams implemented Green Seed Award projects to
identify and expand successful practices.
The eight routes of the 2010 Green Long March
spanned China’s 32 provinces and major
ecological regions. Future Generations China,
in partnership with Beijing Forestry University,
trained students in skills to design, evaluate, and
expand environmental projects in collaboration
with government and communities.
With the theme of regional solutions for climate
change, student activities along each route focused
on effective practices unique to each region.
The Gold Coast Route, for instance, passes
through a “greenbelt” of wetlands and mangroves
that buffers coastal storms, stores carbon, and
supplies water. This year, youth from seven
universities worked with communities in coastal
urban centers to explore effective practices in:
• Integrated coastal management
• Mangrove forest preservation
• Water resource management
• Urban energy efficiency
One team from Xianmen University, the Green
Field Association, received first place for their
Green Seed Award project, which created a digital
map of the Haimen Island Mangrove Forest
Reserve and an eco-tourism plan to educate
visitors on the importance of mangroves.
Swire Pacific Limited has been a gold level sponsor
of the Gold Coast Route for three years. Patrick
Yeung, General Manager of John Swire & Sons
(China), comments that “the Green Long March
fits so well with our environmental focus and most
importantly it is a very interactive program in which
many of our employees participate, allowing us to
invest ourselves.”
Other gold level sponsors include founding
sponsor Goldman Sachs, Suzlon Energy, the
International Community Foundation, and Li &
Fung (1906) Foundation Limited.
18 China
“My deepest impressions of the March were the feelings of responsibility both for my team and the environment...Preparation was intense.” - Li Yuqiang, Chairperson of the Beijing Forestry
University School of Nature Conservation
graduate student committee
With her organization, Conservation
International, Suzanne coordinates grants and
technical support for Guyana’s first community
owned conservation area. Located in Guyana’s
biologically diverse Rupununi Region (with rare
species like the Harpy Eagle and Giant River
Otter), Wai-Wai Amerindian communities
manage more than 1.5 million acres (625,000 ha)
of ancestral lands.
Since 2006 when the Wai-Wai were granted
Absolute Title, they have managed their lands by
blending traditional approaches with modern
concepts of land-use zoning. These achievements
are part of a decade-long effort of the
Government of Guyana to invest in community-
based approaches that protect rainforests as
carbon sinks and regulators of climate.
As a student in the Master’s Degree program,
Suzanne strengthens partnerships with the village
of Masakenari, which is undertaking a mid-term
evaluation of its five-year management plan.
Through her practicum project, Suzanne enables
the Wai-Wai to address current challenges and
identify new opportunities for linking nature
conservation with sustainable income generation.
“The experience gained through this Master’s
program,” says Suzanne, “equips me to better
support communities as they demonstrate that
conservation and development are not mutually
exclusive but part of a common path that fully
incorporates the full value of nature and is
beneficial to all of us.”
Graduate School 19
Suzanne also uses new knowledge and skills to
improve her research and grant making strategies.
She says that “the ideas really came together
during the field residentials. I saw the power of
women’s groups improving health and promoting
organic farming in Jamkhed, India, and the
success of the Adirondack State Park in New York,
a great case study in how to link conservation
and development.”
Suzanne McRae-Munro, Class of 2011: Linking Conservation with Social Development in Guyana
“This Master’s program helps me promote more effective community participation as part of Guyana’s Low Carbon
Development Strategy.”
-Suzanne McRae-Monro
People Create Peace
The Engaging Peoples in Peace Project of the Future Generations Graduate School
learns from global experience and applied research in five countries where citizens
and communities have influenced the wider dynamics of peace and conflict. With
funding from Carnegie Corporation of New York and the US Institute of Peace,
lessons are disseminated, tested at the country level, and integrated into the
curriculum of the Master’s Degree program.
Participant researchers from Afghanistan, Burundi, Guyana, Nepal,
and Somaliland have identified the key roles that community-
based approaches play in influencing peace. These approaches:
• Influence key elites to pursue or prevent violence
• Catalyze actions at key moments or during critical
events to turn the course of a conflict
• Mobilize increasing numbers of people across key
spaces
• Link bottom-up action and top-down engagement
Details of Nepal, Afghanistan, and Burundi are
featured in the following pages. Summaries of
Guyana and Somaliland are below.
Guyana: Guyana’s 2006 elections were the first in
recent history unmarred by post-election violence
stemming from an ethnic divide among Guyanese
of Indian and African decent. Three types of peace
building interventions helped break the cycle of
violence. These included: 1) community dialogue
across ethnic divides, 2) public awareness campaigns,
and 3) capacity building in conflict transformation.
Somaliland: As the Somali state collapsed into chaos in
the early 1990s, traditional leaders in the north engaged
communities in a peacemaking process based on traditional
conflict resolution practices. This process ended factional fighting
and created a relative oasis of peace in this troubled region.
Learn from communities that have maintained peace in the midst of conflict and expand these successes
In the midst of conflict, some Afghan communities have maintained their security and development needs. Future Generations focuses on the strategies and skills that these communities use to protect themselves from the violence around them.
20
A decade-long Maoist insurgency in Nepal killed
more than 10,000 people. In 2006, a Seven Party
Alliance (SPA) reached a 12-point understanding
with the Maoists toward a common goal of
ending the rule of King Gyanendra, reinstating
parliament, and opening elections to all parties for
a Constituent Assembly to draft a constitution.
In April 2006, the SPA called for a large scale
people’s movement, known as the Jana Andolan II,
against the monarchy. This movement represented
a massive organizing of people and demonstrated
the positive impact of citizens and communities in
transforming violent conflict at the national level.
Communities and citizen groups at local, regional,
and national levels mobilized across class, caste,
ethnic, and religious divides and waged a 19-day
protest. In Kathmandu, more than 10% of the
city residents joined, despite the curfews and the
king’s orders to shoot protestors on sight. Voices
were raised across rural areas as well. In Chitwan,
one civil society organizer said he joined to “free
people from the shackles of two guns [those of
the Maoists and the king] since the mainstream
parliamentary parties had proven themselves as
being incapable of doing so.”
In a highly diverse society like Nepal where social
exclusion, discrimination, and marginalization
along caste, ethnic, and regional lines penetrate
the core of society, Jana Andolan II served as a
platform for the marginalized to participate and
voice their demands.
One civil society representative spoke on behalf
of people with disabilities: “During the course
of the movement, people from all quarters were
participating and we felt that we needed to
tell people that despite our disabilities, we too
were citizens of this country who were equally
Global Lessons in Peace building: The Case of Nepal
Graduate School Research in Nepal 21
concerned about its future.…We viewed the
protests as an opportunity for us to reclaim our
citizenship.”
Several factors contributed to the Jana Andolan II:
• The participation of civil society legitimized
the goals of the movement, which was led by
low-level cadres, professional associations,
youth and community groups.
• People were motivated by hope for a peaceful
resolution and by signs that their grievances
would be heard.
• Rural-urban linkages, facilitated by a vibrant
media, increased solidarity.
• A new democratic space for women allowed
them to join.
• The expansion of the education system
fostered participation among youth.
Many regarded the gains of the movement to
be short-lived: mainstream parties remained
non-inclusive and unrepresentative; civil
society diverged; and the Maoists did not fully
renounce violence even after the signing of the
comprehensive peace agreement.
Despite these setbacks, the outpouring of popular
sentiment during the Jana Andolan II toppled
the monarchy, reduced violence, and continues
to serve as a check on political parties and their
leaders.
This case study was conducted by our research
partner, Social Science Baha in Nepal.
See the complete Nepal case study on the “Publications” page of future.org
Communities Have Clues to Peace
Throughout insecure areas of Afghanistan,
some communities have protected themselves
from violence while meeting their security and
development needs. These are cases of “positive
deviance” that offer examples of good practice
for wider application. Future Generations
Afghanistan and the Future Generations Graduate
School began a collaborative action learning
project to identify these resilient communities,
learn from them, and apply findings to improve
peace building policy and practice.
In the view of many Afghans, the majority
of international assistance efforts have been
inefficient, wasteful, externally driven, and
not locally accountable. The positive deviance
approach illuminates strategies that fit local
cultures and therefore avoids the pitfalls
associated with externally conceived solutions.
With an emphasis on collaboration, a steering
committee of Afghan public sector and
nongovernmental organizations guides the project
with training and technical support from Future
Generations Afghanistan. These partners benefit
from the learning process and ensure that project
objectives and methodologies are widely shared.
Rather than contracting with outside researchers,
Future Generations trains a team of Afghans
nominated by steering committee partners. More
than 20 staff from 10 organizations in Afghanistan
will complete a course on social science research.
Research teams will then conduct surveys
in communities that have been selected and
screened through secondary data analysis and
discussions with project partners. Communities
that share their experiences and strategies with
the project during the research phase will have
the opportunity to share their stories with other
communities.
As former Future Generations Afghanistan
Country Director, Aziz Hakimi,* notes: “The ‘clear,
hold and build’ paradigm of counterinsurgency is
meeting stiff resistance, whereas building from local
strengths is largely untried. With this opportunity,
Future Generations is in a unique position to
influence the nature of the development and peace
building debate in Afghanistan.”
*Aziz Hakimi was Afghanistan Country Director from 2008-
2010. Ajmal Shirzai joined as Country Director in 2010.
22 Afghanistan
“Communities already making use of their own strengths can become champions in demonstrating locally tested
ways to achieve change.”
- Pierre Fallavier, Director, Afghanistan Research and Evaluation Unit, a steering committee partner
At the age of 14, Rene-Claude saw his schoolmates
murdered when ethnic violence swept Burundi.
He did not turn on his attackers but dedicated his
life to peace.
What can one person do to bring peace in a
country divided by ethnic violence and where
over 80 percent of the population lives below the
poverty line? For Rene-Claude, solutions exist in
communities.
As a young man, Rene-Claude continued his
schooling in Burundi. He graduated with a
Bachelor’s Degree in criminal law and founded the
Burundi Association of Peace and Human Rights,
where he has worked for 15 years to involve
citizens in promoting peace.
From 1993 to 2005, ethnic divides between
the Hutu and Tutsi fueled a 12 year civil war.
Although Burundi’s situation has improved,
tensions resurfaced during the elections of 2010.
Rene-Claude spent last year facilitating 32
community dialogues with participation of both
Hutus and Tutsi as well as ex-combatants, ex-
political prisoners, women’s groups, and youth
associations. These “local peace councils” provide
a space for dialogue and healing, resources to
reconstruct lives, and the confidence to confront
threats to peace. This work was funded in part by a
$10,000 Davis Project for Peace award.
“We all have good theories about government,
peace, and conflict,” says Rene-Claude, “but this
Master’s Degree program has given me multiple
perspectives on my actions, my impact, and how
to sustain peace. We are learning how we can
plan with communities, how we can change our
own behaviors to value people’s ideas, and to
think beyond project management to how we can
sustain positive change.”
Graduate School 23
Rene-Claude, like many of our students, is a mid-
career professional who works day-to-day on the
frontlines of violence and poverty. He enrolled
in the Master’s Degree program because as he
says, “it did not take me away from Burundi
to study, and the program reflects my belief in
communities.”
Rene-Claude Niyonkuru, Class of 2011:Promoting Peace in Burundi
“I am connected to a global learning community. I learn from peers worldwide and see new strategies for community
development.” - Rene-Claude Niyonkuru
See future.edu for a video profile of our Master’s Degree student from Burundi
Communities & Governments Connect
Build the skills of communities and governments to coordinate action and shape their futures through workplans
The world’s poorest people live in conditions of extreme poverty, lacking access
to basic services such as water, sanitation, and health. One response is to deliver
services to the unreached. The second response, and the one proven increasingly
effective, is to build the capacity of the poorest communities to mobilize
their own services, utilizing local resources and partnering with existing
government support structures.
Across its international field programs and within the curriculum
of its Master’s Degree program, Future Generations teaches
and enables a process of equitable community change known
as SEED-SCALE. This process strengthens partnerships
among communities, governments, and outside-in
change agents to meet local priorities using primarily
local resources.
Local coordinating committees gain skills to create
and implement workplans. To support these
workplans, government agencies provide top-down
financing and policies, and outside-in organizations
offer technical training and access to the global
knowledge base.
Initial workplans are often simple, focusing on an
easily achievable goal. With the process in place and
successes to build from, local committees continue
to improve their workplans and adapt them to
the changing needs and rising expectations of their
communities.
24
In Peru, Future Generations trains teams of municipal officials, health sector personnel, and community health agents to develop and implement workplans for improving health. This process reduced chronic child malnutrition in Las Moras (Huánuco) by 28% percent and across more than 250 communities in Cusco by 9%.
Visit seed-scale.org for a self-paced curriculum on the SEED-SCALE process
In recent years, communities in Nangarhar
Province, Afghanistan have seen their populations
double as family members return from
neighboring countries. Families that could once
support themselves through agriculture now
have two and three times as many members. Jobs
outside the home are scarce.
Today, with training from Future Generations
and financing structures from the government’s
National Solidarity Program, communities
mobilize their own solutions.
In Khogyani district of Nangarhar Province,
Future Generations Afghanistan trains and
partners with 111 Community Development
Councils (CDCs). These locally-elected, volunteer
councils identify local priorities, create workplans,
and implement their own development projects.
Women provide input either as members of CDCs
or through women’s subcommittees.
This year, CDCs completed 68 development
projects benefitting more than 8,000 families:
• Four community centers
• Three safe drinking water reservoirs
• 40-meter water intake system
• 682-meter flood retaining wall
• 20-meter irrigation canal
• 30 concrete culverts
• Seven wells with hand pumps
• Female tailoring and literacy courses
According to the head of one CDC, their village
has transformed both economically and socially.
“Our community center,” he says, “provides a space
for our community to come together, share thoughts,
hold meetings, inform everyone of our social
progress, and plan for the future.”
Communities Shape Their Futures with Workplans
Afghanistan 25
Another major outcome, he says, is that “social
problems have decreased as our community knows
how to resolve their conflicts. Previously, we solved
our problems with gunfire, but now we convene
village meetings to find solutions to each issue. This
was not so ten years ago, but is today.”
Together, communities also allow women more
freedoms through such opportunities as literacy
and tailoring courses outside of the home. A
tailoring course and shop for women has doubled
family income in some cases. One woman says
that her new skills have made her “so happy and
confident...When my family returned to my village,”
she said, “it was destroyed; there was no work for
our family, even for men, so we, the women, had no
hope. Now, I teach tailoring to my sister and may
easily raise my voice and tell you my story.”
”I wished for two things very much in my life, to be allowed to work outside of the family compound and to earn some money for my family
members.”
- Nargiss Female tailor, Nangarhar, Afghanistan
Shared Workplans and Open Budgets Transform Lives
Health care in the community of Las Moras in
Huánuco, Peru consisted of a poorly equipped
one-room health post staffed by an auxiliary nurse
and visited by few patients. Many of the residents
of this peri-urban settlement on a steep hillside
also lacked electricity, garbage pickup, and water.
New government legislation and technical
training from Future Generations Peru have since
transformed lives in Las Moras. Today, the Las
Moras Health Center, managed by a community
health administration association, known as
CLAS, is a self-sufficient, award-winning, national
demonstration and training center. The CLAS of
Pitumarca in Cusco has achieved similar success,
receiving a national award for Best Practice in
Public Management.
At Las Moras and Pitumarca, one sees how
communities partner with municipalities, health
center staff, and the regional health ministry to
create budgets that improve the quality of health
services and meet other local priorities.
Future Generations Peru trains teams of
municipal officials, health sector personnel, and
community representatives to shape a strategic
vision based on local data and priorities and
create workplans to guide budgets and tasks.
Through participatory budgeting and workplans,
the Las Moras and Pitumarca Health Centers have
added birth centers, purchased equipment, and
increased their staff and doctors. Health center
staff now train and supervise Community Health
Agents. In addition, community workplans that
address other needs, such as sanitation and water,
are shared with the municipal government for
inclusion in the planning process.
Last year, the Peruvian government passed new
legislation increasing the role of district-level
municipalities in managing primary health
care services. Municipalities in Las Moras and
Pitumarca demonstrate effective partnerships.
In Pitumarca, for instance, the municipality
created a multi-sector health committee. The
mayor galvanized a coordinated effort among the
institutions in his district. The Manager of the
Pitumarca CLAS Health Center now says: “There
is coordination among all the institutions that work
in the field of health, as well as the police, the parish,
and others; we work hand in hand. Everyone is
involved, knows what the health problems are, and
how they may work toward the solution.”
26 Peru
“Future Generations has supported us a lot, they have taught us to work as a team, raised our awareness, and given us opportunities to learn. We have achieved joint management and have become more
independent.”
- Lic. Clorinda Huaman Manager, CLAS Health Center in Pitumarca, Cusco
In a mountainous inner region of Guyana,
Jacqueline links government policy with
community participation among a diverse
community of indigenous people, St. Lucians,
Afro- and Indo-Guyanese, and Brazilian miners.
Jacqueline, a Social Services Worker with the
Ministry of Labor in Guyana, describes her
community of Mahdia as having a high level
of dependency on the mining industry. “This
dependency,” she says, “has led to many social ills,
including child abuse, inequity, substance abuse,
trafficking in persons, and domestic violence.”
As a student in Future Generations Master’s
Degree program, Jacqueline’s goal is to activate
community participation to create sustainable
solutions. She envisions a Guyana where people
of all ages and ethnicities are empowered to take
ownership of their futures.
She currently facilitates four community groups
focused on such issues as domestic violence
and child trafficking. Jacqueline encourages
collaboration, provides a safe space for dialogue,
and trains local leaders in methods to create
action plans based on a shared vision.
Jacqueline initiated two of these groups following
her participation in the Term I Master’s Degree
field residential in India, where she observed
the effectiveness of women’s action groups.
She returned to Guyana and created “Women
on the Move,” which empowers youth, single
mothers, and the unemployed with leadership
and vocational skills. “Women on the Move” also
advocates for children and raises awareness of
child trafficking laws.
Graduate School 27
She works with another group originally named
the Fire Disaster Committee (created in response
to a 2010 fire that left dozens homeless). Following
a Term II U.S. residential course in Leadership and
Organizational Dynamics, Jacqueline facilitated
leadership workshops and enabled this group to
broaden their vision, renaming themselves the
Mahdia Development Committee.
Jacqueline Robertson-Wilson, Class of 2011:Governments Supporting Community-powered Change in Guyana
“I learn leadership skills to bring about just and lasting social change for my region’s diverse people.” -Jacqueline
Robertson-Wilson
Fiscal year 2010 reflected a period of leadership and programmatic transitions and
growth. The year began with the successful completion of three major grants in
Peru, Afghanistan, and Tibet, China and accreditation of the Graduate School.
Our leadership transition involved hiring a dean and an interim president, working
alongside our founding president during a board-supervised transition.
Although several grants came to a close, late in the fiscal year we secured new funds
through highly competitive grant review processes that validated the quality of
our programs. These multi-year awards include: $4.4 million for a West Virginia
broadband project from the US Department of Commerce; $1.5 million for child
health in Peru from the US Agency for International Development’s Child Survival
and Health Grants Program; $124,000 for peace building research in Afghanistan
from the US Institute of Peace; and awards in Afghanistan from the National
Solidarity Program and the Japanese International Cooperation Agency.
In 2010, our support service costs (administrative and fundraising) accounted for
28% of our total expenditures, a consequence of increasing our leadership base,
concluding major grants, and securing new funds late in the fiscal year. In 2011,
with significant programmatic growth, we are on course to return to a ratio of
program activities/support services closer to 83/17, consistent with the average we
achieved between 2007 and 2009.
Our balance sheet improved in fiscal year 2010 due to growth in our endowment of
$1.3 million to a total of $5.8 million ($850,000 came from new contributions and
$450,000 from earnings in excess of distributions). Total assets increased $742,000
or 12%. Future Generations reduced its debt by $180,000 during the year. Our
cash declined by $547,000 from $1,036,000 to $489,000 as we completed restricted
programs and paid off debt.
We will continue to increase our financial strength by seeking unrestricted funds,
deepening our donor base, and continuing to expand our programmatic impact.
Randall A. Brandt, C.P.A.
Comptroller
Future Generations and Future Generations Graduate School
If you have any questions about these financials or audit, please contact Randall Brandt
at 304-358-2000 or email [email protected].
Financial Summary28
The following summary report includes both Future Generations Graduate School and Future Generations
and comes from the audited financial statements of Future Generations, Inc. Our auditor is Martin, Beachy
& Arehart, PLLC of Harrisonburg, Virginia.
Statements of Activities For Year Ended June 30, 2010
Expenses Total Program Activities
China India Afghanistan Peru Master’s program Research
Total Supporting Services Management and general Fundraising Facilities
Total Expenses
Expenses as a Percentage of Total Budget
Research 8%
China 19%
India 2%
Afghanistan 12%
Peru 6%
Master’s 15%
Facilities 2%
Management and general21%
Fundraising5% Broadband
10%
Statements of Financial Position June 30, 2010
AssetsCurrent AssetsInvestments Property and equipment Total Assets
Liabilities and Net AssetsCurrent LiabilitiesLong-Term DebtTotal LiabilitiesTotal Net Assets
Total Liabilities and Net Assets
$ 834,7775,803,105
306,691
$6,944,573
$ 515,102 940,318
1,455,4205,489,153
$6,944,573
$2,309,753
$883,172
$3,192,925
Support and Revenue
Contributions and Grants Program Service FeesInvestment Revenue Unrealized gains (losses)
Total Support and Revenue
$3,219,704 133,867146,685 394,287
$3,924,112
Total
Total
29Summary Financial ReportJune 30, 2010
Corporations
Goldman Sachs, AsiaGoldman Sachs, USPeople 4 EarthSuzlon Energy LimitedSwire Pacific Limited
Special Thanks
(in recognition of special volunteers)
Katrina Aitken Beverley BaccalaWilliam D. CarmichaelBilly Jack Gregg Guyanese American Business and Professional CouncilGuyanese Ambassador Bayney KarranLeland HazlewoodKevin KellySam LammieSterling LewisHelen MarshallDavid NygaardShanie Persaud
Individuals
Thomas Acker Anonymous AnonymousWilson and Patty AllingBarbara AndrusEdward Armbrecht, JrCatherine AshtonThomas AttarKristen BaskinTimothy BraceRandall BrandtJames M. Brasher IIIWilliam D. CarmichaelShungho ChangDamian ChristeyChris CluettDouglas CollisonDorothy ConlanMargaret CourtwrightNicholas CunninghamKaren D’AttiloBernard DavisKathryn W. DavisRobert M. DavisAshlie DerkowskiKaren DownenThomas and Ajax EastmanSheri EberlySarah EpsteinWes ErnsbergerAlexa FaradayHanna Feinberg Robert and Linda FlemingConstance FreemanJames GauldinRobert GibsonGeorge GradyWilliam B. GreenoughMary HallThomas HallCharles HayesTahira HomayunPaul HueringShirley HufstedlerHelen IdePeter IdeMary Louise IrelandNorio KasaharaJennifer Anne KatzeDeirdre KieckheferKathleen KnepperNicholas LaphamEric LitwinTom and Rebecca LoweJonathan Kaplan
Roland Malins-SmithThe Honourable Flora MacDonaldKenneth McBrayerScott and Hella McVayDonald MessersmithCarol MickBettye MushamJoye NorrisAnn OppenheimerVikash ParakhRobert and Carolyn ParkerAdelaide ParsonsHenry PerryKaren PlagerHerbert ReidPatricia RosenfieldBetsy TaylorDaniel TaylorCharles TellerLise ThompsonDaniel and Lucinda TredwellDavid SchwimmerKing and Jane SeegarJonathan SiehlJac SmitSteve SmithDoris SolbrigLee StuartCaroline Hsiao VanSusan VitalisKris Von SchalburgCarl Wagner, Jr. Warren FamilyRay YipAnthony YuDong Mei Zhang
Foundations and Agencies
Acker FoundationAfghanistan Ministry of Rural Rehabilitation and Development Afghan Research and Evaluation Unit AnonymousBill and Melinda Gates FoundationBoston FoundationBridgemill FoundationCanadian International Development AgencyCarnegie Corporation of New YorkCircleville Presbyterian ChurchCompton FoundationDavis United World College ScholarsEngenderHealthEvelyn Borchard Metzger EstateEvergreen II FundForward West VirginiaInternational Community FoundationJapan International Cooperation Agency John D. & Catherine T. MacArthur FoundationJohns Hopkins UniversityLi & Fung (1906) Foundation Ltd.Lostand FoundationMulago FoundationNick Simons FoundationONE FoundationPatagoniaPrince Bernhard Nature FundRapidan FoundationShanghai Expo Youth ForumUS Agency for International DevelopmentUS Department of CommerceUS Institute of PeaceZeshan Foundation
Contributing Donors30
Click “Donate” on future.org to make a secure credit card donation
Senior Staff Laura C. Altobelli
Country Director, Peru
Randy Brandt
Comptroller
José Cabrejos
Project Manager, Peru
Jason Calder
Interim President
Future Generations and
Future Generations Graduate School
Research Director, Peace Building
Yesenia Calderón
Financial Administrator, Peru
Emily Carlson
Research and Evaluation Officer,
Broadband, West Virginia
Damian Christey
Technology Manager
Broadband, West Virginia
Philip Dong
Project Coordinator, China
Karen Edwards
Director of Admissions
Maggie Fan
Finance Manager, China
Nawang Gurung
Expert, Community-based Development
Christie Hand
Registrar and Coordinator of Online
Learning
Kellen Harper
Communications Coordinator
Traci Hickson
Director of Communications
Deidre Hiner
Administrative and Communications
Coordinator, Broadband, West Virginia
Amanullah Hotak
Program Officer, Afghanistan
Ishfaq Hussain
Financial Manager, Afghanistan
Tage Kanno
Executive Director, Arunachal
Guangchun Lei
Country Director, China
Traci Mallow
Program Officer
Broadband, West Virginia
Carol Mick
Financial Manager
Cili Norbu
Deputy Director, China
Tsering Norbu
Executive Director, QNNP Pendeba Society
Ajmal Shirzai
Country Director, Afghanistan
LeeAnn Shreve
Deputy Director
Broadband, West Virginia
Michelle Simon
Staff Accountant
Vilma Suárez
Training Specialist, Peru
Luke Taylor-Ide
Program Coordinator, International
Rebecca Vaus
Assistant to the President
Huiling Yu
Communications Officer, China
Graduate School Faculty
Dean
Mike Rechlin Ph.D.
Faculty
Laura C. Altobelli, Dr.P.H., M.P.H.
Andy Blum, Ph.D.
Tom Boothe, M.S.C.E.
Jason Calder, M.A.
Karen Edwards, Ph.D.
Robert L. Fleming, Jr., Ph.D.
Benjamin Lozare, Ph.D.
Sheila McKean, Ph.D.
Henry Mosley, M.D., M.P.H.
Henry Perry, M.D., M.P.H., Ph.D.
Mike Rechlin, Ph.D.
Dan Robison, Ph.D.
Daniel Taylor, Ed. M., Ed.D.
Dan Wessner, J.D., M.Div., Ph.D.
Future Generations follows a policy
of nondiscrimination and does not
discriminate on the basis of race, color,
creed, religion, national/ethnic origin,
gender, sexual orientation, or age.
Visit the “About Us” page of future.org for more details and a virtual tour of our office
Lecturers
Stephen Apkon, M.B.A.
Raj Arole, M.B.B.S., M.P.H.
Abhay Bang, M.P.H., Ph.D.
Elaine Zook Barge, M.A.
Lisa Schirch, Ph.D.
Staff and Faculty 31
&FutureGenerations FutureGenerations Graduate School West Virginia Broadband ProgramHC 73 Box 100Franklin, WV 26807 USATel: (304) 358-2000Fax: (304) [email protected], [email protected] [email protected]
FutureGenerations AfghanistanHouse 115, Street 2Near Kardan University RoundaboutParwan-e-Do, District IVKabul, AfghanistanTel: 011-93-799-374-515/[email protected]
FutureGenerations ArunachalVivek Viha, H-SectorItanagar 791 113Arunachal Pradesh, IndiaTelephone + 91-360-2215355Vonage: [email protected]
FutureGenerations Canada#1103-350 Queen Elizabeth DriveOttawa, Canada K1S 3N1Tel: [email protected]
FutureGenerations ChinaC401, #7 Beituchen West RoadChaoyang District, Beijing 100029P.R. ChinaTel: [email protected]
FutureGenerations PeruCalle Las Petunias 110, Ofc. 302Camacho, La MolinaLima 12 PERUTel. + 511-436-9619, 436, [email protected]
www.future.org
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